Exploring student disability and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs
Exploring student disability and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs
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探索学生残疾和职业认同：引导美国土木工程本科课程中的社会文化期望
DOI：
10.1080/22054952.2020.1720434
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发表时间：
2020
影响因子：
--
通讯作者：
McNair, Lisa D.
中科院分区：
文献类型：
--
作者：
McCall, Cassandra;Shew, Ashley;Simmons, Denise R.;Paretti, Marie C.;McNair, Lisa D.
澳大利亚和美国的国家机构呼吁扩大对工程的参与，包括残疾人的参与。然而，研究表明，残疾学生并没有得到大学系统和文化的有效支持。这种支持的缺乏可能会影响学生在学业和职业生涯中形成职业身份的方式。为了更好地理解这些经历并在工程领域创造一个更具包容性的环境，我们对那些在学习土木工程和第一年工作时被认定为有残疾的学生的职业认同形成进行了建构主义扎根理论探索。我们对美国 24 名土木工程本科生进行了半结构化访谈，并使用扎根理论技术对他们进行了分析。应对残疾的社会文化期望成为一个关键主题，包括三种策略类型：(1) 中立地满足期望，(2) 挑战期望，以及 (3) 与期望保持一致。无论采取何种策略，所有参与者都遵循与其学习和残疾相关的社会文化期望。该主题强调社会文化影响如何影响学生本科土木工程职业生涯。这些发现可用于检查残疾学生面临的文化障碍，以增强他们对工程的包容性。
National agencies throughout Australia and the United States (U.S.) have called for broadened participation in engineering, including participation by individuals with disabilities. However, studies demonstrate that students with disabilities are not effectively supported by university systems and cultures. This lack of support can shape how students form professional identities as they move through school and into careers. To better understand these experiences and create a more inclusive environment in engineering, we conducted a constructivist grounded theory exploration of professional identity formation in students who identify as having a disability as they study civil engineering and experience their first year of work. We conducted semi-structured interviews with 24 undergraduate civil engineering students across the U.S. and analysed them using grounded theory techniques. Navigating sociocultural expectations of disability emerged as one key theme, consisting of three strategy types: (1) neutrally satisfying expectations, (2) challenging expectations, and (3) aligning with expectations. Regardless of strategy, all participants navigated sociocultural expectations related to their studies and their disabilities. This theme highlights the ways sociocultural influences impact students’ navigation through their undergraduate civil engineering careers. These findings can be used to examine cultural barriers faced by students with disabilities to enhance their inclusion in engineering.
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DOI：
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发表时间：
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DOI：
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--
发表时间：
2011
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